三年级英语下册《Unit-2-My-family》(第5课时)教案-人教PEP

引入
（设计意图：创设情境，通过介绍一个来自英国的小女孩CiCi，引入课题，了解CiCi及她的一家）
观看自制视频，CiCi’s family.回答问题：1.How old is CiCi?
2.Where is CiCi from?
3.How many people?
介绍今天的新朋友CiCi,观看自制视频，CiCi’s family.观看前先提出问题，让学生带着问题听，听完后回答问题。
总结归纳
总结提升
1.最后大声领读：grandpa,grandma,father,mother,sister,brother,I love you。
2.布置作业：
Introduce your family .
Help your mother do housework.（帮妈妈做家务）
1.大声诵读：grandpa,grandma,father,mother,sister,brother,I love you。
《Unit 2 Myfamily》Part BLet’s learn
教学设计
课题
Unit2 My FamilyPart BLet’slearn
学情分析
本课的教学对象是三年级的学生。三年级学生生性活泼好动，喜欢直观形象思维，对游戏、竞赛、特别感兴趣，绝大多数学生学英语不久，有可能说的不好，有的还不敢说，课堂上要以表扬为主，注重培养学习英语的兴趣，鼓励他们大胆说、积极做、努力唱！让学生们在玩玩、做做、说说、唱唱中学习英语。本课主要学习家庭成员的单词，可以通过孩子们熟悉的家庭成员入手，利用PPT，图片，声音，等多种学习途径呈现相关单词，尽最大努力吸引学生的注意力以便更有效地激发他们的学习兴趣。
能力目标
能在真实的语言情境中用This is…来介绍家人

教学内容：Unit Two My family(1)教学目标和要求：1、Let’s talk Part A2、Let’s play Part B教学重点：The sentences of Part A教学难点：Who’s that …?Who’s this…?教学用具：Tape/recorder/pictures/things教学过程：Step1: Revision1、Say Hello/Hi2、Revise the names.Step2:Learn the sentences1、Look at the pictures2、Listen to the tape3、Read the sentences after the recording4、Read the sentences together5、Group work6、PerformancesStep3: Let’s play1、Try to introduce someone1、Step4: Listen and doStep5: Summary and homework板书设计：Unit 2 My familyFather mother man woman作业布置：1、Listen to the tape2、Read the sentences教学后记：学生对单词学习较有兴趣，学得较快。

教学内容：Unit Two My family (2)教学目标和要求：1、Learn the new words2、Try to listen and touch3、教学重点：the new words教学难点：Let’s do教学用具：Tape/recorder/pictures/things教学过程：Step1: Revision1、Greetings2、Introduce someoneStep2: Learn the new words1、Look at new pectures.2、Learn the new words3、Listen to the tape4、Read the new words5、Guessing gameStep3: Let’s do1、Look at the picture2、Listen and doStep4: Summary and homework板书设计：Unit 2 My familyWho’s this man?He’s my father.作业布置：1、Listen to the tape2、Read the words教学后记：学生对练习完成得较好。

Unit 2 My fami lyLevel: Grade 3Objectives:To be able to introduce family members.To be able to use possessive 's to show ownership.To develop listening and speaking skills.To learn about family structures in different cultures.Materials:Flashcards of different family members (mother, father, sister, brother, etc.)Pictures of families from different culturesWorksheet for practicing possessive 's and family member vocabularyProcedure:Warm-upAsk the students to draw a picture of their family and label the family members in English.Introducing the vocabularyShow the flashcards of different family members and say the name of each one.Have the students repeat the names after you.Use the flashcards to play a game of "Who am I?" by placing a card on a student's back and having them ask yes/no questions to figure out who they are.Introducing possessive 'sExplain the concept of ownership using examples (e.g. "This is my book" vs "This is John's book"). Introduce the possessive 's by showing examples of how it is used to show ownership (e.g. "This is my mother's purse").Have the students practice using the possessive 's by completing sentences such as "This is ____'s ____."Learning about family structures in different culturesShow pictures of families from different cultures and discuss the different family structures (e.g. nuclear family, extended family).Ask the students to share about their own family structures.Asking and answering questions about familyHave the students work in pairs and practice asking and answering questions about family using the worksheet provided.Circulate around the room and provide assistance as needed.Practice worksheetHand out the worksheet and have the students complete it independently.Review the answers as a class.Wrap-upReview the vocabulary and key phrases learned in the lesson.Ask the students to share something they learned about family structures in different cultures.Assessment:Observation during the activities and completion of the worksheet will serve as formative assessment.Exercise:Match the following family members with their names:a. ___ Motherb. ___ Fatherc. ___ Sisterd. ___ Brothere. ___ Grandmotherf. ___ GrandfatherComplete the following sentences with the correct possessive 's:a. This is my __________ book.b. That is Sarah's __________ backpack.c. The cat is sleeping on the __________ bed.d. These are the __________ pencils.Ask and answer the following questions with a partner:a. How many people are in your family?b. Who is your oldest family member?c. What is your favorite thing to do with your family?d. Do you have any pets in your family?Homework:Write a short paragraph about a family member using the possessive 's to show ownership. For example: "This is my father's watch. He wears it every day to work."。

夺星星游戏：看图说句
A:Is he Wu Yifan Is she Chen Jie ? B:…
夺星星游戏：看图说句
A: Is shhee your classmate(同班同学) ? B:…
夺星星游戏：看图说句
教师相片
A:Is she your teacher ? B:…
he
she
father mother grandpa sister grandma brother
Who’s that gbioryl ??
Is he Manyangyang ? Is she Meiyangyang ?
规则：教师任意点四名学生， 做小组合作对话，看哪一组反应 最快，回答要流利，大声。
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2、竹林里传来一阵银铃般的笑声，那 是一群 勤劳淳 朴的山 村姑娘 刚洗完 衣服， 披着月 光笑盈 盈地归 来了， 也许她 们正为 什么开 心的事 儿在竹 林里嬉 戏追逐 着，笑 闹声传 出翠竹 林外。 密密的 荷叶纷 纷倒向 两旁， 莲花摇 动，水 波荡漾 ，原来 是顺流 而下的 渔舟正 轻盈地 穿过荷 花丛， 弄乱 的荷塘 月色， 划破了 大山的 宁静。
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7.放回原文，查对正误。特别是在时 间、地 点、官 职，人 物的行 为、实 效方面 ，应仔 细查对 原文的 词句， 全面理 解，综 合分析 ，两者 间的差 别正是 把握全 文的关 键所在 。对似 是而非 处，要 有借题 解文的 意识。
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8. 整首诗歌体现的并不是在秋色里持 续的的 消沉， 而是在 一片肃 杀的秋 景之中 强调一 种高洁 的人品 。
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3、空山雨后的秋凉，松间明月的清光 ，石上 清泉的 声音， 浣衣村 女的笑 声，渔 舟穿过 荷丛的 动态， 和谐完 美地融 合在一 起，有 声有色 ，有景 有人， 有静有 动，构 成了空 山秋天 恬静幽 美的乡 村生活 图景。